Distance Education Experiences of Teacher-Parents during the COVID-19

Abstract

This research aimed to determine the opinions of teacher parents about distance education process during COVID-19. The study was designed as a case study which is one of the methods in qualitative research. The sample of the study composed of 83 teacher parents from different branches in Turkey. Maximum variation and criterion sampling methods were used to select the participants. The data of the study were gathered though open ended questions developed by the researchers and were analyzed through descriptive and content analyses. According to the participants, distance education is perceived and accepted as a means of support rather than an alternative to face-to-face education. Participants mentioned the distance education carried out during the pandemic process as a beneficial practice in order to prevent students from breaking off from education but also they stated administrative issues, lack of computer science knowledge and internet-related problems. The inability to disseminate distance education to all students, especially disadvantaged students due to the lack of infrastructure, indifferent parents and the fact that distance education is insufficient in the education of young children/special education students show that distance education has not yet met the expectations to provide equal opportunities for everyone involved. Keywords: COVID-19, distance education, pandemic, teacher, parent

Educational experiences of U.S. children during the 2020–2021 school year in the context of the COVID-19 pandemic.

“…Before the pandemic, it has been found that communication between families and schools is beneficial for children’s education and parent satisfaction (Goodall & Montgomery, 2014). Insufficient communication was a reported issue in spring 2020, with parents indicating that they needed communication with the schools that was higher in quality than they were receiving (Güvercin et al, 2022; Jones & Forster, 2021). In our sample, it appears that as parents took on increased roles in education, they also changed in the ways they interacted with teachers.…”

“I couldn't do what I needed to do for my own family”: Teacher-parents during COVID-19 lockdowns

“…We scanned each article for relevance to our focus on teachers who were also parents during the pandemic lockdowns. Only a single article ( Güvercin, Kesici, & Akbaşlı, 2021 ) was specifically about teacher-parents, so we conducted a close reading of more general articles that might reveal insights into the dual role. From the final 32 articles we synthesised the literature into two themes: teachers as frontline workers and teachers who were also parents.…”

“…A further twelve qualitative or mixed method studies provided some relevant insights, where respondents mentioned their dual roles as teachers and parents during this time. One qualitative Turkish study ( Güvercin et al, 2021 ) focused on the “double-sided” role of teacher-parents, highlighting that, for home learning to be successful, teachers needed the support of parents and parents needed the support of teachers. Two other studies found that having younger children at home increased stress and anxiety ( Allen et al, 2020 ; Košir et al, 2020 , pp.…”

Experiences of Online Teaching Learning of Students Enrolled in the Universities of Lahore during the Multi Lockdown due to Covid-19

“…There are multiple styles of online infrastructure that have been prepared for the teachers and educatorsto implement. The affordability and accessibility needs to be focused primarily in under developed countries to make on-line system successful (Güvercin et al, 2021).…”